CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge International General Certificate of Secondary Education

MARK SCHEME for the October/November 2014 series

0520 FRENCH (FOREIGN LANGUAGE)

0520/21 Paper 2 (Reading and Directed Writing),
maximum raw mark 65

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.

® IGCSE is the registered trademark of Cambridge International Examinations.

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1 General Marking Notes

2 General Marking Principles

2.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark
Scheme provided in Section 3. You will need to consider all alternative answers and
unexpected approaches in candidates’ scripts, make a decision on whether they
communicate the required elements, in consultation with your Team Leader if
necessary (or with your Product Manager if you are a single Examiner), and award
marks accordingly.

The following marking principles underpin the detailed instructions provided in Section 3 of
the Mark Scheme. Where a decision is taken to deviate from these principles for a
particular question, this will be specified in the Mark Scheme.

2.2 Crossing out:

(a) If a candidate changes his/her mind over an answer and crosses out an attempt, award
a mark if the final attempt is correct.

(b) If a candidate crosses out an answer to a whole question but makes no second attempt
at it, mark the crossed out work.

2.3 Reading tasks: more than the stipulated number of boxes ticked/crossed by the
candidate:

(a) If more than one attempt is visible, but the candidate has clearly indicated which attempt
is his/her final answer (e.g. by crossing out other attempts or by annotating the script in
some way), mark in the usual way.

(b) If two attempts are visible (e.g. two boxes ticked instead of the 1 box stipulated), and
neither has been crossed out/discounted by the candidate, no mark can be awarded.

(c) In questions where candidates are required to tick a number of boxes (e.g. tick the 6 true
statements) the general rule to be applied is as follows: the number of ‘extra’ answers
indicated by the candidate is deducted from the number of correct answers and the
remaining number is the mark awarded, e.g. the candidate is required to tick 6 true
statements, but instead ticks 8 statements. 5 of the 6 ticks are correctly placed, but 2 of
the ticks are ‘extras’ (8 ticks placed by candidate minus 6 ticks required by rubric = 2).
Therefore the candidate is awarded a mark of 3

5 number of correct ticks

–2 minus number of extra ticks
=3

(d) Answers in pen do not take precedence over answers in pencil, e.g. if a candidate is
asked to tick 1 box and ticks two, one in pen and the other in pencil, the mark cannot be
awarded unless there is some explicit indication from the candidate as to which is his/her
final answer.

2.4 Reading tasks: for questions requiring more than one element for the answer, (i) and
(ii), where the answers are interchangeable:

Both correct answers on line 1 and line 2 blank = 2

Both correct answers on line 1 and line 2 wrong = 1
(or vice-versa)

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2.5 Reading tasks: answers requiring the use of French (rather than a non-verbal response)
should be marked for communication. Tolerate inaccuracies provided the message is clear.

(a) ‘If in doubt, sound it out’: if you read what the candidate has written, does it sound like
the correct answer?

(b) Look-alike test: does what the candidate has written look like the correct answer?

(c) Accept incorrect gender or person unless Mark Scheme specifies otherwise.

(d) Accept incorrect possessive adjectives e.g. mon, ton, son, etc., unless Mark Scheme
specifies otherwise (in general, Section 2: accept, Section 3: consult Mark Scheme
carefully).

(e) Tolerate incorrect auxiliary unless Mark Scheme specifies otherwise.

(f) Tolerate incorrect use of infinitive as a finite verb (e.g. il aller) unless Mark Scheme
specifies otherwise (e.g. for questions where tense is important an infinitive may not be
acceptable).

2.6 Unless the Mark Scheme specifies otherwise, do not accept incorrect French if the word
given means something else in French. (Incorrect French which constitutes a word in any
language other than French is marked (i) on the basis of whether it is accepted or refused in
the Mark Scheme and (ii) if not mentioned in the Mark Scheme, on the basis of 2.5 above).

2.7 Annotation used in the Mark Scheme:

(a) INV = Invalidation and is used when additional material included by the candidate is
judged to invalidate an otherwise correct answer thus preventing him/her from scoring
the mark (INV = 0).

(b) tc = ‘tout court’ and means that on its own the material is not sufficient to score the mark.

(c) HA = harmless additional material which in conjunction with the correct answer does not
prevent the candidate from scoring the mark.

(d) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner
and judged to be more correct than incorrect: the benefit of the doubt is given to the
candidate and the mark is awarded.

2.8 No response and ‘0’ marks

There is a NR (NO Response) option in scoris.

Award NR (No Response):
• If there is nothing written at all in the answer space or
• If there is only a comment which does not in any way relate to the question being asked
(e.g. ‘can’t do’ or ‘don’t know’) or
• If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question
mark).

Award 0:
• If there is any attempt that earns no credit. This could, for example, include the
candidate copying all or some of the question, or any working that does not earn any
marks, whether crossed out or not.

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2.9 Extra material: Section 2, Exercise 1

In Section 2, Exercise 1, reward the candidate for being able to locate the answer in the
passage. Do not worry about lifting unless a lift is specifically rejected in the Mark Scheme.

Unless the Mark Scheme states otherwise, ignore extra material given in an answer.

2.10 Extra material: Section 3

In Section 3 it is the candidate’s responsibility to answer questions in such a way as to

demonstrate to the Examiner that s/he has understood the texts/questions. Where
candidates introduce extra, irrelevant material to an otherwise correct answer the danger is
that the Examiner is being forced to ‘choose’ the correct answer and s/he cannot be certain
that the candidate has shown understanding. Where the Examiner is put in this position the
mark cannot be awarded.

In Section 3, look for signs of genuine comprehension. Usually, candidates who lift
indiscriminately fail to demonstrate comprehension and will not score the mark. However,
careful lifting of the details required to answer the question does demonstrate
comprehension and should be rewarded. The Detailed Mark Scheme (Section (c)) provides
specific guidance but in cases not covered, the following general rules apply:

(a) Extra material, mentioned this is acceptable and is not penalised

in the Mark Scheme,
which reinforces the
correct answer or in itself
constitutes an alternative
correct answer:
(b) Extra material which the Examiner needs to decide, by consulting the text and the
constitutes an alternative Team Leader if necessary whether the alternative answer
answer, but which is not constitutes:
explicitly mentioned in
the Mark Scheme: (i) an alternative correct answer, in which case this falls into
category (a) and the answer should be rewarded

(ii) or an answer which on its own would be refused, in which

(c) Extra material which
constitutes an alternative
answer specifically
refused in the Mark
Scheme:
(d) Extra material which
distorts or contradicts the
correct answer:
(e) Extra material introduced
by the candidate and
which does not feature in
the text:
case this falls into category (c) and the answer should be
refused
this puts the Examiner in the position of having to ‘choose’
which is the candidate’s ‘final’ answer – the Examiner cannot
be sure what the candidate has understood – and the mark
cannot be awarded
this affects communication – the Examiner cannot be sure what
the candidate has understood – and the mark cannot be
awarded
this affects communication – the Examiner cannot be sure what
the candidate has understood – and the mark cannot be
awarded. It can sometimes be difficult to draw the line between
what is a deduction made by an able candidate on the basis of
what they have read, and pure guesswork. Therefore where an
answer of this sort occurs which is not covered in the Mark
Scheme, Examiners should consult their Team Leader

© Cambridge International Examinations 2014

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3 Detailed Mark Scheme

Section 1

Exercice 1 Questions 1–5

ACCEPT REFUSE

1 C 1
2 A 1
3 B 1
4 D 1
5 A 1
[Total: 5]

Exercice 2 Questions 6–10

ACCEPT REFUSE

6 D 1
7 F 1
8 A 1
9 C 1
10 E 1
[Total: 5]

Exercice 3 Questions 11–15

ACCEPT REFUSE

11 B 1
12 C 1
13 C 1
14 A 1
15 B 1
[Total: 5]

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Exercice 4 Question 16

COMMUNICATION: 1 mark per item up to a maximum of 3

APPROPRIATENESSS OF LANGUAGE: 0, 1 or 2 marks according to grid
• Mark answers written in note form (e.g. where candidates answer ALL the questions but
ignore the instruction to frame their answer as a message) as follows:
• (a) camping (b) nager (c) pluie/pleuvoir = 1 for COMMUNICATION and 0 for LANGUAGE
• Mark answers not written in the space provided exactly as those written in the correct space
• Où vous êtes camping; ce que vous faites nager; quel temps il fait pluie = 2 for
COMMUNICATION (candidate loses mark for first inability to adapt rubric but not for repeated
error) and 0 for LANGUAGE

Communication

ACCEPT REFUSE

For COMMUNICATION accept any tense

Spelling: use rules in 2.5, look-alike, sound-alike,
etc.

(a) OÙ VOUS ÊTES 1 montagne

Accept il/on/je/nous/moi + any recognisable colline
attempt at an appropriate verb (any tense) +
camping / campagne
e.g. Je suis/vais / je serai/irai / j’êtes/allez / j’ai dans un camping
j’être/aller / je voudrais être/aller / j’ai été/suis
allé / j’était/j’allait je suis dans un camp HA
je suis en une campament HA
je fais du camping je suis à champagne
je reste au camping / à la campagne / sous la tent(e) je suis à la ferme HA
je suis dans un parc / dans un champ je suis dans la montagne tc
je suis en vacances au camping
je suis près du camping
nous sommes au camping
je passe les vacances au camping
je campe j’acampe

ALTERNATIVES FOR CAMPING: sous la tente / je tant(e)

suis dans la tente

SPELLINGS OF CAMPING: should start camp… caming, campain, campam, camp

campin(e), campign(e), campaign(e)

IGNORE: (lack of) preposition…: je suis camping / je

fais un camping / je suis un camping / je vais
camping / je suis à la camping / je suis de
camping

Candidates may combine tasks: e.g.

il pleut dans la campagne = 2 for communication (for
being in the countryside and for it raining)
nous sommes allés au camping nager = 2 for
communication (for camping and swimming)

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ACCEPT REFUSE

(b) CE QUE VOUS FAITES 1

Accept il/on/je/nous/moi + any recognisable
attempt at nager
or
at an appropriate verb (any tense) + natation
e.g. je fais / je ferai / je faire / je faites / je voudrais
faire / j’ai fait / je faisais
je nage / je nagerai / je nager / je faites nage / je
voudrais nager / j’ai nage / je nageais

ALTERNATIVES FOR NAGER / NATATION:

je prends mon maillot de bain
je vais à la piscine
je me baigne
je suis dans l’eau

SPELLINGS OF NAGER/NATATION: natacion,

naige(r)

je fais une natation

je suis nager / natation

(c) QUEL TEMPS IL FAIT 1

pleurer: il pleure
Accept il + any recognisable attempt at an
appropriate verb (any tense) + any recognisable
attempt at pluie/pleuvoir
e.g. il pleut / il pleuvoir / il fait pleuvoir / il voudrais
pleuvoir / il a plu / il pleuvait / il pluie

je déteste la pluie
il a pleut
il a plu
il y a pleut / il y a pluie
il fait pleut / il fait pluie
le temps fait pleut / le temps est pleut / le temps est
pluie

ALTERNATIVES FOR PLUIE: le ciel est gris / il est il fait froid

orageux / le ciel est couvert / il fait mauvais / il il fait du vent
(ne) fait pas beau / il y a des nuages / il fait gris /
le temps est terrible / le temps est pluvieux / il y a
des orages

SPELLINGS OF PLUIE / PLEUVOIR: il pleu, il il pluvient

pleuve il (fait) pleau

© Cambridge International Examinations 2014

Page 8 Mark Scheme
Cambridge IGCSE – October/November 2014
Appropriateness of language
N.B.: if candidates do not attempt one of the
tasks they cannot score more than 1 mark for
language
2 For the award of 2 marks, 2 verbs must be in
appropriate tenses. Minor errors (adjective
endings, use of prepositions, etc.) are
tolerated.
1 There is some appropriate usage to reward.
For the award of 1 mark, 1 verb must be in an
appropriate tense.
0 There are no examples of appropriate usage to
reward.
Where 0 awarded for Communication, 0 marks
awarded for language.
© Cambridge International Examinations 2014
Syllabus Paper
0520 21
For LANGUAGE, consider only the
parts of the candidate's work for which
you award a communication mark:
Je suis au lac. Je nager. C’est pleuvoir = 2
for comm. + 0 for lang.
For LANGUAGE accept any verb tense/
form if it is used in a logical fashion,
e.g. accept:
Je vais aller aux camping. Je nage. Il
pleuvait (2 for comm, but only 1 verb as
«il pleuvait» is not logical in this
example)
N.B. «Je suis allé au camping (pour)
nager» = 2 for Language.
N.B. marking of verbs for Language
Inaccuracies in the use of accents, are
normally ignored:
• «J’achete» can count as 1 correct verb
An exception is made with -er verbs and
être (été). We insist on the accent on the
past participle in a compound tense and
the absence of such an accent in the
present tense:
• «J’ai achete» cannot count as a
correct verb
• «J’ai marche» cannot count as a
correct verb
However a grave accent can be allowed to
count:
• «J’ai achetè» can count as 1 correct
verb
[Total : 5]
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Section 2: Exercice 1 Questions 17–24

• In this exercise, reward the candidate for being able to locate the answer in the passage
• IS KEY CONCEPT THERE? REWARD, AND IGNORE EXTRA MATERIAL (whether French is
accurate or inaccurate)
• Accept lifting unless it is specifically refused in the Mark Scheme
• READ SECTION 2: GENERAL MARKING PRINCIPLES, IN PARTICULAR 2.1, 2.2, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9
• Accept mon, ma, mes, ton, ta, tes, son, sa, ses, etc. and il throughout for Monique

ACCEPT REFUSE

17 KEY CONCEPT: travail / travailler 1 dans un hôtel

«j’ai passé tout le mois de juillet à travailler dans
un grand hôtel»

18 KEY CONCEPT: fatiguée 1

«chaque jour, quand je rentrais à la maison vers
six heures du soir, je me sentais plus fatiguée
qu’après une journée à l’école»

19 (i) KEY CONCEPT: seule 1

«j’étais souvent seule»

(ii) KEY CONCEPT: ennuyeux 1

«et le travail était ennuyeux»

N.B. 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or vice versa)

20 KEY CONCEPT: mal au dos 1 mal tc

«j’ai passé une journée avec elles et j’ai eu très mauvais au dos
mal au dos après ça»

21 KEY CONCEPT: 5 ans 1

«j’étais aussi avec Sophie, qui est réceptionniste
à l’hôtel depuis cinq ans»

22 (i) KEY CONCEPT: aider clients 1 (l’)aidais

«je l’aidais avec les nouveaux clients et je
répondais au téléphone»

(ii) KEY CONCEPT: répondre téléphone 1

«je l’aidais avec les nouveaux clients et je
répondais au téléphone»
répondais téléphone

N.B. 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or vice versa)

23 KEY CONCEPT: (elle) sourit 1 elle sourit Monique

sourire

24 KEY CONCEPT: gentils 1

«tous les employés avec qui je travaillais étaient
très gentils»
[Total : 10]

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Exercice 2 Question 25: votre ville

• COMMUNICATION: 1 mark per item up to a maximum of 10

• ACCURACY: up to 5 marks according to banded mark scheme
IGNORE TITLES, LETTER HEADINGS AND ENDINGS FOR COMMUNICATION AND
ACCURACY

Communication: FOR COMMUNICATION BE TOLERANT OF VERBS / TENSES /SPELLING

(for spelling, use rules in 2.5: look-alike, sound-alike, etc.)

• Award marks flexibly across the tasks. HOWEVER, each of the 3 tasks, (a), (b), (c) must
be covered to get the 10 communication marks.
If (a) or (b) or (c) is missing, the maximum communication mark is 9.
If 2 of (a) or (b) or (c) are missing, the maximum communication mark is 8.

• LISTS = a maximum of 3 marks for communication: lists of 1–3 items = 1 mark; lists of 4
items = 2 marks; lists of 5–6 items = 3 marks
C’est très grande et belle. (1 verb = a list of up to 3)
C’est très grande. C’est très belle. (2 verbs = 2 marks)

• ONLY REWARD EACH PIECE OF INFORMATION ONCE UNDER EACH HEADING:

o J’aime ma ville (
2) parce que j’aime ma ville – this is a single idea (liking his/her town) and
receives 1 mark

• HOWEVER:
o Ma ville est tranquille (
1). J’aime ma ville (
2) parce qu’elle est tranquille (
2) (this is now
why the candidate likes their town and no longer a description of their town so the idea can
score a separate mark)

• FOR (b) and (c), REWARD REASON EVEN IF THE ‘WHAT’ IS NOT CLEAR

 For communication, look for a verb before awarding a mark. Lists without a verb will
usually not score, see detailed mark scheme.

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ACCEPT (USE NUMBERED TICKS) REFUSE

(a) Tick 1 • Reasons (not asked for in (a))
Décrivez votre ville

If candidate lives in two places accept

descriptions of both (but still maximum of 1 tick
for name of town)

1 ‘TICK 1’ max for name of town

Reward the following descriptive details (which

will often appear as part of a list – see
instructions for marking lists)
• size (e.g. big/small, number of people who
live there)
• appearance (e.g. beautiful, ugly, etc.)
• atmosphere (e.g. peaceful, noisy, etc.)
• location (whereabouts it is)
• things to do (including «there is lots to
do»)
• buildings / geographical features and
descriptions of these
• social issues
• description of inhabitants
• how long lived there
• weather
• shopping possibilities

(b) Tick 2
Est-ce que vous aimez votre ville?
Pourquoi/pourquoi pas?

• 1 ‘TICK 2’ max for liking town / a particular

town (e.g. j’aime ma ville…, j’aime la ville de
Buenos Aires…, je suis content dans ma
ville…)
• 1 ‘TICK 2’ max for not liking town / a
particular town (e.g. je n’aime pas ma ville…)
• 1 mark each for reasons given (which may
appear as a list – see instructions for
marking lists)

Award mark for reason even if not clear whether

or not candidate likes town

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ACCEPT (USE NUMBERED TICKS) REFUSE

(c) Tick 3
À l’avenir où voudriez-vous habiter?
Pourquoi?

Reward
• Any place (e.g. town, country, street)
• Any location (e.g. by the sea, in the
countryside, somewhere isolated, in the town
centre)
• I would like to carry on living here / in my town
(or equivalent)
• 1 mark each for reasons given (which may
appear as a list – see instructions for marking
lists)

Award mark for reason even if not clear where

candidate would like to live

Accuracy
5 Straightforward vocabulary and structure.
The style of writing is basic, but reasonably coherent.
Use of a limited range of verbs, generally successful.
More accuracy than inaccuracy.

4 Basic vocabulary and structure.

Some awareness of verb usage, but inconsistent.
The writing is sufficiently accurate for meaning to be conveyed.

3 Very basic vocabulary and structure.

Little awareness of verb usage (e.g. infinitives regularly used instead of finite verbs).
Despite regular errors, the writing often conveys some meaning.

2 A few phrases or short sentences are accurate enough to be recognisable. Very simple
sentence structure.

1 Disjointed words or short phrases, one or two of them accurate enough to be

comprehensible.

0 Nothing accurate enough to be comprehensible.

[Total : 15]

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Section 3

Look for signs of genuine comprehension. Usually, candidates who lift indiscriminately fail to
demonstrate comprehension and will not score the mark. However, careful lifting of the details
required to answer the question does demonstrate comprehension and should be rewarded. The
Detailed Mark Scheme (Section 3) provides specific guidance but in cases not covered, see
General Marking Principles, Section 2.10

In this section, take into account the whole of the candidate’s answer. We are still applying
the sound-alike rule (e.g. manger = mangé).

REFUSE DIRECT SPEECH HOWEVER IT IS PRESENTED.

Exercice 1 Questions 26–31

1 Mark per question for True or False +

1 Mark for correcting False statement (26, 29, 30, 31)

First award marks for the True/False element and then award marks for the justification of
the False statements:

VRAI FAUX
26
1

27
1

28
1

29
1

30
1

31
1

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ACCEPT: wrong gender (accept il / elle throughout for Morgane)

ACCEPT: CHECK FAUX IS TICKED REFUSE MERE ADDITION OF NEGATIVE

26 ILS PASSAIENT BEAUCOUP DE TEMPS «Son père et sa mère travaillaient mais ils
AVEC MORGANE (ET SON FRÈRE) 1 passaient toujours beaucoup de temps
avec Morgane et son frère»
ils passaient beaucoup de temps avec… + les parents de Morgane s’occupaient de leurs
Morgane / Morgane et son frère / eux / les enfants
enfants / leurs enfants ils passaient le temps avec Morgane (et son
frère) (wrong message)
son père et sa mère passaient beaucoup de ils passaient de/le temps avec Morgane (et
temps avec Morgane (et son frère) son frère)

29 CONCEPT is either: 1

• ELLE L’A PAYÉ

elle l’a payé avec le salaire qu’elle recevait «(Elle pouvait donc enfin faire des économies
comme chef dans un restaurant et après quelques années,) elle a pu
«elle a pu s’acheter un restaurant» s’acheter un restaurant au centre-ville»
Morgane a acheté son restaurant
elle a payé le restaurant avec l’argent qu’elle
avait gagné
or

• ELLE FAIT DES ÉCONOMIES

elle paie le restaurant avec ses économies

30 CONCEPT is either: 1 «Alors, Morgane a acheté une maison à la

campagne avec un grand jardin pour ses
• MORGANE ACHÈTE LA MAISON parents»
c’est Morgane qui achète la maison (pour ses
parents)
or

• MORGANE ACHÈTE UNE MAISON Morgane achète une maison (…)

POUR SES PARENTS

31 ELLE UTILISE LES LÉGUMES DU «Morgane a alors eu l’idée d’utiliser les

JARDIN DE SES PARENTS 1 légumes du jardin de ses parents pour son
restaurant»
elle utilise les légumes de ses parents
(incomplete)
[Total : 10]

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Exercice 2 Questions 32–39

ACCEPT: wrong genders throughout unless ms specifies otherwise
ACCEPT REFUSE

32 (i) 1 «Pour commencer ce n’était pas trop dur, car il

a demandé à ses amis s’il pouvait loger
KEY CONCEPT: AT HOUSE OF FRIENDS chez eux»
chez des amis maison de ses amis
il logeait chez amis avec ses amis
avec chez des amis
chez un ami

(ii) 1 «Mais ça ne pouvait pas continuer et

finalement, il a été obligé de dormir dehors,
KEY CONCEPT: OUTSIDE / ON THE dans la rue»
STREETS
dehors
dans la rue
il vivait seul dans la rue
«(…) finalement, il a été obligé de dormir
dehors, dans la rue»

N.B. 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or vice versa)

33 KEY CONCEPT: IL DORMAIT 1 «Un soir, alors qu’il voulait se coucher, Michel
le chat dormait sur sa couverture / sur la a trouvé un chat qui dormait sur sa
couverture de Michel couverture»
il le regardait

34 KEY CONCEPT: IL FAISAIT (TROP) «Il fait beaucoup trop froid ici ce soir!»
FROID 1
il fait beaucoup trop froid (ce soir) il fait trop froid ici
il fait beaucoup froid
à cause du froid pour le froid

35 KEY CONCEPT: GRIS + YEUX VERTS
(both details required)
«le chat gris était toujours là et regardait
1 Michel de ses grands yeux verts»
il avait une infection à la patte
de ses grands yeux verts
il y a grands yeux verts

36 ANY 1 OF 1 «Michel est donc allé chercher des

médicaments pour le soigner»
• IL EST ALLÉ CHERCHER DES
MÉDICAMENTS
il trouve / a trouvé des médicaments
il achète / a acheté des médicaments
il a cherché des médicaments / il cherche des
médicaments

• IL (LUI) A DONNÉ DES MÉDICAMENTS «Tom avait tout à fait confiance en moi,
il (lui) donne des médicaments raconte Michel, et il prenait tous les
médicaments que je lui donnais»

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ACCEPT REFUSE

37 SE COUCHER AUX PIE(D)S DE MICHEL 1
il s’est couché aux pie(d)s de Michel
Tom couchait à les pie(d)s de Michel
«Tom l’avait suivi dans l’autobus et s’était
couché à ses pieds»
il s’est couché à ses pieds
Tom s’est couché au(x) Michel pieds
il s’est couché aux pieds des gens
«il a remarqué que les gens le regardaient et
souriaient»

38 (INSTALLÉ) SUR L’ÉPAULE DE MICHEL 1
avec Michel, sur son épaule
«Tom l’accompagnait toujours, installé sur son
épaule. Michel et Tom sont devenus
inséparables»
à Michel épaule
«Tom l’accompagnait toujours, installé sur son
épaule»
Tom accompagnait Michel, sur son épaule

39 ANY 2 OF 1+1

• IL A DE NOUVEAU CONFIANCE (EN LUI) Michel a trouvé un travail permanent INV

«Maintenant il a de nouveau confiance en lui
grâce à l’amour de son chat, Tom»
il a nouveau confiance

• IL EST DEVENU (QUELQU’UN DE) «Comme je devais m’occuper de Tom, je suis

RESPONSABLE devenu quelqu’un de responsable»
il est (plus/très) responsable il a de responsable
il est quelqu’un de responsable
il a devenu responsable

N.B. 2 correct answers on line 1, line 2 blank = 2; 2 correct answers on line 1, line 2 wrong = 1 (or vice versa)

[Total : 10]

© Cambridge International Examinations 2014